Power Point Lessons 1-5 - North Clackamas School District

The Age of Imperialism
Unit 4: Lesson One
WORLD HISTORY
Kirby
CHS
UNIT LEARNING OBJECTIVES:
North Clackamas School District Social
Studies Priority Standards:

HK 2. Analyze the complexity and
investigate causes and effects of significant
events in World History.
LESSON FOUR : DAILY LEARNING TARGET
I Can….Define in writing and create a
memory device for key words related to
“The Age of Imperialism”
USE THE CORNELL NOTE TEMPLATE FOR
OF YOUR NOTES TODAY!
Focus Up and……
Relax and enjoy the ride
In History Class!
The Age of Imperialism
THE AGE OF IMPERIALISM: CONCEPT DEFINITION MAP
DIRECTIONS: FILL IN THE FOLLOWING INFORMATION AS YOU READ
ABOUT THE CONCEPT.
The Age of Imperialism 1850-1914:
Concept Definition Map
Directions: Fill in the following information as you read about the concept.
What is it?
(Definition)
Causes
IMPERIALISM
Forms of Imperialism
THE AGE OF IMPERIALISM: CONCEPT DEFINITION MAP
DIRECTIONS: FILL IN THE FOLLOWING INFORMATION AS YOU READ
ABOUT THE CONCEPT.
The Age of Imperialism
1850-1914
What is it?
(Definition):
Imperialism: The takeover of a country or
territory by a stronger nation with the intent of
dominating the economic, political and social
life of the people of that nation.
CAUSES OF IMPERIALISM

The Industrial Revolution caused a
need for resources to fuel industrial
production in Europe and the United
States.
THE AGE OF IMPERIALISM: CONCEPT DEFINITION MAP
DIRECTIONS: FILL IN THE FOLLOWING INFORMATION AS YOU READ
ABOUT THE CONCEPT.



OTHER CAUSES
Economic competition between European nations;
new markets to sell their goods.
The need of European nations to add colonies to
their empires as a measure of national greatness.
Growing racism, or the belief that one race was
superior to another.
– Because they were more technologically advanced, many
Europeans and Americans felt they had the right to
dominate the peoples of Asia, Africa and Latin America.
FORMS OF IMPERIALISM
Colony
Protectorate
Sphere of
Influence
Economic
Imperialism
Where would these resources come from?
PLEASE COPY THE QUESTION ABOVE
AND WRITE THE FOLLOWING
AT THE BOTTOM OF THE PAGE. PLEASE
INCLUDE A “MEMORY DEVICE”
Africa
Asia
Latin America
Imperialism in 1914
FORMS OF IMPERIALISM
FORMS OF
IMPERIALISM
CHARACTERISTICS
Colony
A country or region governed
internally by a foreign power
Protectorate
A country with its own internal
government but under the control of an
outside power
Sphere of Influence
An area in which an outside power
claims exclusive trading privileges
Economic Imperialism
Independent but less developed nations
controlled by private business interests
rather than by other government
Work on your “Age of Imperialism”
KIM Vocabulary I.
THE END
The Age of Imperialism
Unit 4: Lesson TWO
WORLD HISTORY
Kirby
CHS
UNIT LEARNING OBJECTIVES:
North Clackamas School District Social
Studies Priority Standards:

HK 2. Analyze the complexity and
investigate causes and effects of significant
events in World History.
LESSON FOUR : DAILY LEARNING TARGET
I Can…. Explain in writing and complete map
activities related to:
“The Scramble for Africa!”
USE THE CORNELL NOTE TEMPLATE FOR
OF YOUR NOTES TODAY!
Focus Up and……
Relax and enjoy the ride
In History Class!
The Age of Imperialism
IMPERIALISM
The Age of Imperialism
1850-1914
What is it?
(Definition):
Imperialism: The takeover of a country or
territory by a stronger nation with the intent of
dominating the economic, political and social
life of the people of that nation.
IMPERIALISM
Study Guide: Imperialism Final Test (Semester Final):
100 Points-Summative
Final Date: Thursday January 22, 2015
WHAT ENABLED
IMPERIALISM?
Europeans’ technological superiority
(including the machine gun)
 Improvements in transportation to and
within Asian and African colonies
 Medical advances, such as Quinine,
which protected Europeans from foreign
diseases (malaria)
 Disunity among ethnic groups in Africa.

Highlight/SHARE: “Key motivations for Imperialism” In
your Cornell Notes!
THE SCRAMBLE FOR AFRICA
King Leopold II:



King of Belgium – Believed his country needed to create
colonies but couldn’t get his nation’s support.
In 1876, he created his own holding company and hired
Henry Morton Stanley to create a colony in the Congo.
This began the “scramble for Africa”.

PLEASE READ THIS SECTION IN YOUR CORNELL NOTES AND
HIGHLIGHT THE KEY WORDS

PAIR/SHARE
THE SCRAMBLE FOR AFRICA

By 1882, his private company controlled most of
the Congo.
His company, under Stanley’s leadership,
negotiated treaties with several African chiefs –
many of whom were tricked.


As a result, Leopold privately owned the Congo
THE SCRAMBLE FOR AFRICA

Leopold told world leaders he was
establishing Christianity and abolishing
slavery.

What he really did was much worse:


Forced Congolese to collect rubber and live
under harsh conditions
Over 10 million died
THE SCRAMBLE FOR AFRICA

Eventually, information began to leak out to the
world about Leopold’s abuses.


Photos and accounts outraged
Americans and British.
The Belgium govt. seized the Congo from Leopold,
He died shortly afterward
IMPERIALISM IN AFRICA

Berlin Conference, 1884-1885
 European
nations met to lay down rules for
the division of Africa.
(Read/Highlight/Share)
European leaders decided the
following:
 The Congo would still be under
the control of Leopold II (this is
before they knew of his abuses)
 No nation could stake a claim
without telling other nations
 Territory cannot be claimed unless
occupied, and the occupying nation
must retain control over the area
HOT QUESTION #3;
What were the consequences of the
Berlin conference?
 By 1914, Britain had 30% of
Africa, France 15%, and
Germany and Belgium each
about 10%. of Africa.
 Liberia and Ethiopia remained
independent.
 Little thought was given to
ethnic and language groups
leading to much conflict later.
 No Africans present to share
their thoughts and opinions.
SUMMARY PARAGRAPH:
Summarize today’s lesson in a paragraph you could
read and explain to a 5th grader:
PASS OUT “SCRAMBLE FOR AFRICA” MAP PACKET
Work on “Scramble for Africa”
Map Packet
THE END
The Age of Imperialism
Unit 4: Lesson THREE
WORLD HISTORY
Kirby
CHS
UNIT LEARNING OBJECTIVES:
North Clackamas School District Social
Studies Priority Standards:

HK 2. Analyze the complexity and
investigate causes and effects of significant
events in World History.
LESSON FOUR : DAILY LEARNING TARGET
I Can…. Analyze and write about two poems
related to Imperialism in Africa
USE THE CORNELL NOTE TEMPLATE FOR
OF YOUR NOTES TODAY!
Focus Up and……
Relax and enjoy the ride
In History Class!
The Age of Imperialism
IMPERIALISM
The Age of Imperialism
1850-1914
What is it?
(Definition):
Imperialism: The takeover of a country or
territory by a stronger nation with the intent of
dominating the economic, political and social
life of the people of that nation.
CHANGES FOR AFRICANS:


Europeans wanted colonies mostly for natural
resources such as copper, rubber, and tin.
European occupiers wanted cash crops such as
peanuts
CHANGES FOR AFRICANS:

Improvements in transportation – Europeans built
roads and bridges and thousands of miles of
railroad to move goods and people across the
continent.

Built telegraph lines to improve communication.

Helped Europeans exploit natural resources and
gain political control, but obviously benefited
Africans as well.
CHANGES FOR AFRICANS:

Other changes:



Improvements in healthcare practices,
education, sanitation.
Reduced local warfare between tribes.
But these changes were mostly made to
benefit the European occupiers.
FORMS OF IMPERIALISM
TYPES OF MANAGEMENT
HOT Question #1: Analyze the Chart below…….
Which kind of control gave
people Of Africa less control?
Give three specific reasons to prove your point.:
INDIRECT CONTROL
HOT Question #2:
Define in your
own
Words:
1. Assimilation
2. Paternalism
Local
government
officials were used
Limited self-rule
GOAL: to develop future
leaders
Government institutions
are based on European
styles but may have local
rules
DIRECT CONTROL
Foreign
officials brought in to rule
No self-rule
GOAL: assimilation (the process in
which a minority group adopts the
customs of the prevailing culture)
Government institutions based only
on European styles
Paternalism: people governed in a
fatherly way where their needs are
provided for but they’re not given
rights
OTHER FORMS OF IMPERIALISM



Protectorate – A country or territory with its own
government but under the control of an outside
power. Indirect control Ex. British colonies, U.S.
colonies.
Sphere of Influence – an area in which an outside
power claims exclusive trading privileges. Ex.
Liberia was under sphere of influence of the U.S.
Economic Imperialism – An independent country
controlled by private businesses rather than a govt.
Ex. – The Dole Fruit Co. controlled Hawaii.
ON THE BACK WRITE: “SOCIAL DARWINISM”




Social Darwinism: the idea that those
who were fittest for survival and success
were superior to others. Because of
Social Darwinism, Europeans felt they
had the right and duty to bring progress
to other nations.
Need to Christianize the people of Asia
and Africa.
Need to civilize and “westernize” others.
This not a new concept-”Manifest
Destiny” Columbus, Pizarro, Cortes,
Westward settlers and the list goes on
and on……..
Social Darwinism said that strong people should rule over weak people…
One English writer put it this way:
“Whatever happens, we have got
the Maxim gun, and they have not.”
Rudyard Kipling, author of The Jungle Book, was an
Anglo-Indian – an Englishman who was born in India.
His ideas about imperialism can be seen in a poem he
wrote in 1889, called The White Man’s Burden:
“Take up the White Man’s Burden –
Send forth the best ye breed –
Go bind your sons to exile
To serve your captives’ need;
To wait in heavy harness
On fluttered folk and wild –
Your new caught, sullen peoples
Half devil and half-child.”
The White Man’s Burden was the idea that Europeans
had to conquer the rest of the world, to spread the
benefits of Western Civilization.
This was supposed to help them…
SUMMARY PARAGRAPH:
Describe the concepts of “Social Darwinism”
And “White Man’s Burden” in a paragraph.
Do This in the “Summary Paragraph”
Section of your Cornell Notes.
Pass Out “White Mans Burden”
Poetry Analysis
“Take up the White Man’s Burden –
Send forth the best ye breed –
Go bind your sons to exile
To serve your captives’ need;
To wait in heavy harness
On fluttered folk and wild –
Your new caught, sullen peoples
Half devil and half-child.”
Work on:
“White Mans Burden”
Packet
THE END
The Age of Imperialism
Unit 4: Lesson FOUR
WORLD HISTORY
Kirby
CHS
UNIT LEARNING OBJECTIVES:
North Clackamas School District Social
Studies Priority Standards:

HK 2. Analyze the complexity and
investigate causes and effects of significant
events in World History.
LESSON FOUR : DAILY LEARNING TARGET
I Can…. Analyze and write about two poems
related to Imperialism in Africa
USE THE CORNELL NOTE TEMPLATE FOR
OF YOUR NOTES TODAY!
Focus Up and……
Relax and enjoy the ride
In History Class!
The Age of Imperialism
IMPERIALISM LESSON #4
Today you can work independently or with a partner. We will be working on the
following in this order today. Please complete the first two tasks and get a good
start on the third today:

Highlight Cornell Notes Lesson #4, answer the three HOT questions and
complete the “Summary Paragraph section.

Pick up a “Imperialism Case Study: Nigeria” Packet and complete with a
partner using pages 310-315 in the S.S. book.

Turn the “Imperialism Case Study” packet into me directly and pick up…….

Imperialism DBQ discussion packet. Work on for the remainder of the period.

Imperialism DBQ Discussion is January 14th (Thursday). LAST DAY FOR
WORLD HISTORY-SEMEMSTER ONE.
The Age of Imperialism
Unit 4: Lesson Five
WORLD HISTORY
Kirby
CHS
UNIT LEARNING OBJECTIVES:
North Clackamas School District Social
Studies Priority Standards:

HK 2. Analyze the complexity and
investigate causes and effects of significant
events in World History.
LESSON FOUR : DAILY LEARNING TARGET
I Can…. Analyze and write about United
States and Imperialism.
USE THE CORNELL NOTE TEMPLATE FOR
OF YOUR NOTES TODAY!
Focus Up and……
Relax and enjoy the ride
In History Class!
The Age of Imperialism
Imperialism
Final Semester One
Project:
1. Individual Research
Packet:
50 Pts-Summative
2. Group Poster/Power Point
Presentation
100 Pts. –Summative
DUE: Jan. 20th (Tuesday)
IMPERIALISM LESSON #5

Highlight Cornell Notes Lesson #4, answer the
four HOT questions and complete the “Summary
Paragraph section.

Work on your Imperialism Project (Individual
Research Portion) today.

You can use a chrome book and/or your phone for
internet access.
IMPERIALISM POSTER IDEAS:
IMPACT OF IMPERIALISM IN AFRICA

POSITIVE





Local warfare reduced
Improved sanitation
Hospitals led to
increased lifespan
Schools led to
increased literacy
Economic growth

NEGATIVE




Loss of land and
independence
Men forced to work in
European owned mines and
on European owned farms
Contempt for traditional
culture and admiration of
European culture = identity
problems
Dividing up of Africa =
artificial boundaries divided
kinship groups and united
rivals